Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; Shane A. Brown P.E., Oregon State University; James L. Huff, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #48377Exploring Student Engagement and Project Outcomes in Capstone Design:Insights from a Grounded Theory StudyElliott Clement, Oregon State University Elliott Clement is a doctoral student at Oregon State University. His current research is using grounded theory to understand identity and motivation within the context of capstone design courses. He is also part of a research team investigating context-specific affordances and barriers faculty face when adopting evidence-based instructional practices in their engineering courses.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Divisions

Educational Research and Methods Division (ERM)

team diversity,” in 2016 IEEE Frontiers in Education Conference (FIE), Erie, PA, USA: IEEE, Oct. 2016, pp. 1–9. doi: 10.1109/FIE.2016.7757523.[25] C. Altmann, “The Benefits of a Course for 2nd and 3rd Year Students in Design Competition Teams,” presented at the ASEE Annual Conference and Exposition, Minneapolis, MN, 2022, p. 8.[26] J. Dawson and S. Kuchnicki, “Experiences Of Using Formula Sae As A Capstone Design Project,” in 2010 Annual Conference & Exposition Proceedings, Louisville, Kentucky: ASEE Conferences, Jun. 2010, p. 15.555.1-15.555.22. doi: 10.18260/1-2--15685.[27] L. M. Vaughn and M. Lohmueller, “Calling All Stakeholders: Group-Level Assessment (GLA)—A Qualitative and Participatory Method for Large

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carolina López, Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontificia Universidad Catolica de Chile; Isabel Hilliger, Pontificia Universidad Católica de Chile; Luis Eduardo Vargas-Vidal, Pontificia Universidad Catolica de Chile

Tagged Divisions

Educational Research and Methods Division (ERM)

specifications. Amongthese requirements, the engineering education curriculum must include a total duration of 3,200to 3,600 instructional hours, of which at least 500 must be dedicated to professional internships.Although there is significant variability in completion of these programs nationwide [7],engineering training must culminate in a capstone project, a thesis, or passing a comprehensiveexamination, which may be part of credit requirements or plan-specific milestones.According to guidelines established by the Chilean National Accreditation Commission (CNA)[8], engineering programs must ensure that their students acquire the necessary competenciesto apply a distinctive set of scientific, mathematical, and technological knowledge dimensions.To

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Campbell James McColley, Cornell University; Alexandra Werth, Cornell University

Tagged Divisions

Educational Research and Methods Division (ERM)

completeunderstanding of faculty pedagogical choices. Ultimately, this research will evaluate teaming andcollaborative practices in the classroom to support faculty efforts in preparing students to navigatecomplex engineering practices in the future. 6References[1] M. F. Ercan and R. Khan, “Teamwork as a fundamental skill for engineering graduates,” in 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Dec. 2017, pp. 24–28. doi: 10.1109/TALE.2017.8252298.[2] G. A. Mosher, “Enhancing Team-Based Senior Capstone Projects: Opportunities and Challenges,” 2014 ASEE North Midwest Sect. Conf., vol. 2014, no. 1

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, The University of Arizona; Gimantha N Perera, The University of Arizona; Ann Shivers-McNair, University of Arizona; Francesca Lopez; Hannah Budinoff, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

objectives and students’ interests. • Equip students with resources such as templates for designing interview questions and interview guide. • Encourage or require students to write reflective summaries or reports based on the dialogue(s). Where are professional dialogues applicable? Professional dialogues are particularly applicable in upper-level engineering courses that emphasize design, systems thinking, or interdisciplinary approaches. They are most impactful in project-based learning contexts such as capstone courses or collaborative design challenge, where understanding user needs, industry standards, and technological constraints is essential. Additionally, this strategy can support career exploration and professional

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia; Nyna Jaye DeWitt, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

examined the workplace transitionexperiences of undergraduate queer engineering students and revealed a notable gap in the literatureconcerning transition experiences of these students. To address this gap, we have developed a new researchagenda that specifically investigates the school-to-work transition (STW) of undergraduate engineeringstudents. The aim of this project is to analyze and map the existing literature on this topic through a scopingreview (ScLR). A scoping review is a type of literature review designed to systematically explore and map thebreadth of available evidence on a specific topic (Samnani et al., 2017). It identifies key concepts, researchgaps, and the variety of study designs within a field (Grant & Booth, 2009). For

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, The Johns Hopkins University, Laurel; Nusaybah Abu-Mulaweh, The Johns Hopkins University

Tagged Divisions

Educational Research and Methods Division (ERM)

progress explores the relationship between time-on-task and self-organization skills in undergraduate engineering students. It uses an adapted version of atimesheet that was first proposed by Häggman, Honda, and Yang [4] and was later used to tracktime-on-task in geographically distributed teams engineering design in an ABET-accreditedinstitution [5]. As a pilot, we are conducting an instrumental case study [6] using a yearlongmultidisciplinary design course that fulfills the ABET design credit requirement of a capstone forevery engineering sub-discipline (ECE, BME, ChemBE, MechE, etc.). We customized thetimesheet to match those in this undergraduate course and produced a Qualtrics survey sostudents could report hours spent on design activities

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trevion S Henderson, Tufts University; Avis Carrero, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

-related service and leadership. Avis is a student member of the Tufts School of Engineering DEI committee and serves as an alumni committee member of the Anti-racism and Equity Action Team (ACT) at the University of Connecticut. ©American Society for Engineering Education, 2025 An Investigation of Black Students' Experiences in Engineering TeamworkIntroductionTeam-based, project-based learning has become an integral part of engineering education. Overthe past two decades, first-year cornerstone courses, co-curricular design activities, andculminating capstone courses have proliferated in engineering education due, in part, to thebelief that such experiences are necessary for preparing students for

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryann R. Hebda, Baylor University; Morgan R Castillo, Baylor University; Joseph Anthony Donndelinger, Baylor University; Adam Weaver, Baylor University; Tracey Sulak, Baylor University; Anne Marie Spence, Baylor University

Tagged Divisions

Educational Research and Methods Division (ERM)

of the course content. A basic framework of engineering design is introducedin the very first Introduction to Engineering course that all engineering majors complete. Thedesign process and attribute terminology from Engineering Design: A Project BasedIntroduction [9] is introduced in the first-semester introductory course and expounded upon ingreater detail in the upper-level design courses. The upper-level design courses consist of a two-course sequence (Engineering Design I and Engineering Design II). Nominally, students takeEngineering Design I during their third year of study and take Engineering Design II (CapstoneDesign) during their fourth year of study. Capstone Design builds upon the curriculumintroduced in Engineering Design I, but

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harly Ramsey, University of Southern California

Tagged Divisions

Educational Research and Methods Division (ERM)

’ global character through study abroad education. She developed and continues to work on Engineering Moment, a classroom-based podcast project about the social role of engineering, and Vision Venture, a co-curricular interactive video series exploring students’ engineering identities, agency, and purpose after graduation. ©American Society for Engineering Education, 2025 Evaluating the Future Self Continuity Questionnaire for use in Engineering Education ResearchIntroductionIndustry’s report that recent graduates are not fully prepared for the workforce—framedvariously as a “misalignment” of skills, a lack of professional capabilities, and a general“readiness gap”—has been well

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Justine Chasmar, Minnesota State University, Mankato; Katie Scherf, Minnesota State University, Mankato

Tagged Divisions

Educational Research and Methods Division (ERM)

University, Mankato. In this role, Katie provides coaching and professional mentorship to upper-division students, focusing on guiding them through design projects and other work-based engineering challenges. Katie’s research is in reviews, social network analysis, and relevant applications in engineering education. ©American Society for Engineering Education, 2025 Methods/Theory Research Brief: A Scoping Review of Social Network Analysis in Engineering EducationInterpersonal relationships are a key aspect of success for engineers [1]-[3]. As elaborated bytheories such as the Network Theory of Social Capital [4], [5], an individual’s access to certainresources can be indirectly

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Lowell Romeo, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

2018 ASEE Annual Conference & Exposition, Jun. 2018. Accessed: Oct. 22, 2024. [Online]. Available: https://peer.asee.org/board-18-work-in-progress-developing- assignments-to-reinforce-process-knowledge-for-a-medical-equipment-troubleshooting- laboratory-course[25] P. D. Huerter, “Students’ Familiarization to Methodical Troubleshooting through a Capstone Project,” in 2019 ASEE Annual Conference & Exposition, 2019.[26] N. Humbi, P. B. Patil, R. Kurbet, C. Jadhav, and P. Goggal, “First-Year Undergraduate Engineering Student’s Investigation on the Troubleshooting Process in a Project-Based Learning Course,” in 2024 IEEE World Engineering Education Conference (EDUNINE), Mar. 2024, pp. 1–5. doi: 10.1109

Conference Session

ERM WIP IV: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jorge Baier, Pontificia Universidad Catolica de Chile; Gabriel Astudillo, Pontificia Universidad Catolica de Chile; Carolina López, Pontificia Universidad Catholica de Chile; Luis Eduardo Vargas-Vidal, Pontificia Universidad Catolica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catolica de Chile

Tagged Divisions

Educational Research and Methods Division (ERM)

are important.” – WTA C for Fluid Mechanics Quote (c): “There are courses that are very stressful or that have very demanding content, like having too many assignments, too much workload in general (...). For example, Capstone, it could be Fluid Mechanics, it could be courses in Statics, or it could beOptimization, which is like the first elective that people take when they’re still very young, in their second year, and it’s a course that has projects, assignments, quizzes, and exams, andpeople struggle a lot with it. And also, it's non-withdrawable because it has a project, and the course is different from what one is used to (...), and people really struggle with it

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Penn State; Catherine G. P. Berdanier, The Pennsylvania State University

Tagged Divisions

Educational Research and Methods Division (ERM)

both a redirection (since Earnestdid not seek out the producer position) and resulted in further environmental support. 6 In contrast, another instance of redirection came early in the degree-process for Harold.Initially Harold applied to the Master’s of Engineering program, a one-year, 32-credit programwhich requires the completion of a capstone project rather than a thesis. Upon receiving Harold’sapplication, a member of the department reached out to him indicating that he was qualified to beadmitted into the Master’s of Science program and encouraged him to switch programs as the M.S.option had the potential to be funded. In contrast

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashley Ater Kranov, Washington State University; Edwin R. Schmeckpeper P.E., Norwich University; Steven W. Beyerlein, University of Idaho

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering courses. Norwich University was the model used by Senator Justin Morrill for the land-grant colleges created by the 1862 Morrill Land Grant Act. Prior to joining the faculty at Norwich University, Dr. Schmeckpeper taught at a land-grant college, the University of Idaho, and worked as an engineer in design offices and at construction sites.Dr. Steven W. Beyerlein, University of Idaho Dr. Beyerlein joined the University of Idaho in 1987 and worked as a Mechanical Engineering faculty member for 35 years until he retired in 2022. He facilitated the creation and growth of the University of Idaho multi-disciplinary capstone design program beginning in 1996 and served as a department chair from 2015-2020. He is

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

will contribute to a large project,where the full texts of the chosen abstracts will be review and analyzed.MethodsThis scoping review was guided using the Arksey and O’Malley Five-Stage Framework forStructured and Systematic Scoping Reviews. Stage one of the framework requires identifying aresearch question, which went through a series of iterations. Initially, the research question “Howdo engineering programs integrate Justice, Equity, Diversity, and Inclusion (JEDI) frameworksinto their curriculum to meet the needs of the diverse populations they serve?”, was posed to geta general understanding of the place that JEDI frameworks have in engineering programs. Afterfurther consideration of the question, it was decided that it needed a better